• Identifying the needs: Understanding the purpose of the programme, its expected impact and outcomes, the focus group, financial requirements, and the time period.
• Planning: Establishing how to gather relevant information and evaluate the planning to identify any shortcomings.

5. Describe Kirkpatrick’s model of evaluation?

Kirkpatrick’s model of evaluation assesses training programmes at four levels:

• Reaction: How the employees felt about the training experience.
• Learning: The extent of learning or knowledge enhancement due to the programme.
• Behaviour: The extent to which the learned material is applied back on the job.
• Results: The effect of the training on the business or environment, including increases in production, reduction in absenteeism, and increases in profit. 

6. Describe the CIPP Model. 

The CIPP model, developed by Stufflebeam et al., focuses on four aspects:

1. Context evaluation: Focuses on the context in which the program is to be implemented. 
2. Input evaluation: Concerned with the design and implementation of the training activity.
3. Process evaluation: Concerned with the quality of the experiences of the participants.
4.  Outcome evaluation: Examines the achievements gained from the activity, assessed at immediate, intermediate, and ultimate levels.

7. Discuss the concept of programme evaluation in organisational development.

Programme evaluation in organisational development is a systematic approach to assessing the effectiveness and efficiency of programmes and interventions. It is an ongoing process that provides feedback to improve decision-making and helps organisations achieve their goals. It includes the collection, analysis, and use of information about a programme’s activities, characteristics, and outcomes.

8. Describe various types of evaluation. 

Various types of evaluation include:

1. Quantitative model: Emphasises numerical data and statistical analysis.
2. Qualitative model: Emphasises observations and subjective interpretations.
3. Participant-oriented models: Focuses on interaction with programme participants, especially clients and users.
4. Formative evaluation: Conducted during programme development for improvement.
5. Summative evaluation: Conducted after a programme concludes to assess its overall impact.
6. Outcome evaluation: Focuses on the results and changes that occurred due to the programme.
7. Process evaluation: Focuses on the implementation of a programme.
8. Impact evaluation: Examines the broader effects of a program.
9. Secondary analysis: Re-examines existing data to address new questions.
10. Meta-analysis: Integrates outcomes from multiple studies.

9. Highlight the stages of programme evaluation.

The stages of programme evaluation typically include: 

1. Needs Identification: Defining the purpose of the programme, expected impacts and outcomes, stakeholders, financial requirements, and timeline.
2. Planning: Determining the strategy to gather relevant information and evaluate the plan to identify shortcomings.
3. Data collection: Selecting a suitable evaluation model, method and finalising data collection methods based on objectives, budget and time period.
4. Report finalisation: Analysing collected data and providing findings to the competent authority.

10. Discuss how the Kirkpatrick’s model is more effective for programme evaluation in organisation development?

Kirkpatrick's model is effective for programme evaluation because it offers a structured approach to assessing training programmes at different levels. By evaluating the reactions of employees, the extent of learning, the application of learning on the job, and the overall results on the business, it provides a comprehensive view of the programme’s effectiveness. This model helps to understand not just whether training is delivered but also whether it has been effective on employee behaviour and the overall business.

11. Highlight Kaufman’s Five Levels of Evaluation.

Kaufman’s Five Levels of Evaluation include:

1. Input: Assessing the resources and strategies used in the program.
2. Process: Looking at how the program was implemented.
3. Learning: Assessing the enhancement of knowledge occurring due to the programme
4. Job application: Checking if participants are applying what they learned in their work.
5. Societal outcomes: Checking whether the outcome of the program has exceeded the investment in terms of finances and other resources.

12. Which strategy would be most effective in programme evaluation according to you? Give reason.

There are multiple strategies for programme evaluation, and the most effective one depends on the specific context and goals of the evaluation. However, a mixed-methods approach that integrates both quantitative and qualitative data may be the most effective in many cases. This is because:

• Quantitative methods, such as the scientific experimental models, offer objectivity, accuracy and validity to the information generated. These methods can provide measurable data on the programme’s outcomes and impact.
• Qualitative methods, such as the qualitative model, emphasise observation and the subjective human experience of the programme. This can help understand the nuances of a programme’s implementation and impact that numbers might not capture.
• A mixed-methods approach can provide a more complete and nuanced understanding of a programme’s effectiveness by combining the strengths of both approaches. This can lead to more informed decisions about how to improve a programme or replicate its success.

13. Highlight various categories of summative evaluation.

Summative evaluation examines the effects or outcomes of a programme and can be categorized as follows:

• Outcome evaluation: Describes what happens after the delivery of a programme, assessing the causal outcome and determining the overall impact of the causal factor. It goes beyond immediate target outcomes and also estimates the relative costs associated with the situation.
• Impact evaluation: Focuses on assessing the broader effects, both intended and unintended, of the programme as a whole.
• Cost-effectiveness and cost-benefit: Focuses on questions of efficiency by standardising outcomes in terms of their costs and values.
• Secondary analysis: Re-examines existing data to address new questions and uses new methods that were not used previously.
• Meta-analysis: Integrates the outcome estimates from multiple studies and arrives at an overall judgment on an evaluation question.

14. Discuss the relevance of planning as one of the stages of programme evaluation.

Planning is a crucial stage in programme evaluation because it provides the structure and direction for the entire evaluation process. Its relevance includes:

• Gathering relevant information: Planning involves determining what data needs to be collected and how to gather that information effectively.
• Evaluating the plan: It includes assessing the initial plans to identify any shortcomings or areas for improvement.
• Providing structure: This stage sets the stage for the rest of the process, ensuring that the evaluation is focused, organised, and efficient.

15. Highlight collection of data as one of the stages in programme evaluation.

Data collection is a critical stage in the programme evaluation process as it involves gathering valid information to understand the nature of the system in the organisation. Key aspects include:

• Systematic gathering: Data collection is a systematic way of gathering information about the organisation, problems and situations.
• Methodology: Consultants create a methodology for eliciting information.
• Specificity: The consultant becomes specific about what kind of data would be useful.
• Liaison System: A liaison system assists the consultant in determining what data to be collected and how to collect it.
• Methods: Data collection methods can include questionnaires, interviews, observations, and focused group discussions, as well as records and other organisational literature.
• Analysis: After collection, the data is compiled and analysed to understand the problem or situation better.

16. Discuss Kaufman model.

The Kaufman model is an assessment strategy called the Organisational Elements Model (OEM), which involves five levels of analysis to evaluate a program from the trainee’s point of view. The five levels are:

1. Input and Process: Focuses on the resources used, both financial and human, as well as the actual implementation process and reaction of participants.
2. Acquisition: Highlights whether the training provided made the participants understand the content and whether they have acquired the knowledge and skills that were aimed for.
3. Application: Focuses on the actual use of knowledge and skills acquired in the training.
4. Outputs: Relates to the products or services that are delivered to external clients.
5. Outcomes: Highlights the value of the outputs delivered to external clients and society.

17. What is third wave consulting?

Third wave consulting is a concept introduced by Marvin Weisbord that moves beyond traditional problem-centered approaches and instead focuses on assessing the potential for action, getting the whole system in the room, focusing on the future and structuring tasks that people can do for themselves. It is based on the idea that the world has progressed through the agricultural, industrial and technological revolutions, and it aims to use this progress in helping organisations to achieve their desired outcomes. Instead of focusing on the organisation’s problems, this approach prefers focusing on the wellness of the organisation.

18. Compare CIRO and CIPP model for evaluation.

The CIRO (Content, Input, Reaction, Outcome) and CIPP (Context, Input, Process, Product) models are both frameworks for programme evaluation, and although similar, have key differences:

• CIRO Model:
  • Focuses on: Content, Input, Reaction, and Outcome.
  • Context evaluation: Emphasises the importance of identifying training needs and setting objectives with a focus on an organisation’s culture and climate.
• Input evaluation: Focuses on the design and implementation of the training activity.
• Reaction evaluation: Focuses on information about the quality of the trainees’ experience.
• Outcome evaluation: Highlights achievements at immediate, intermediate, and ultimate levels.
• CIPP Model:
  • Focuses on: Context, Input, Process, and Product.
  • Context: Focuses on data to determine the goals, priorities, and objectives of the programme.
• Input: Deals with the resources and strategies required for the programme.
• Process: Highlights the actual implementation of the programme.
• Product: Focuses on the outcome and whether the programme implementation was successful.

Key Differences:

• The CIRO model places more emphasis on the training content and reactions of the trainees.
• The CIPP model has a more decision-focused approach with focus on the context within which a programme is implemented.
• Both models consider inputs and outputs, but they differ in their emphasis on what specific aspects of those components to focus on.